Instrumental Music
Sixth– Eighth Grades
Standards, Learning Expectations, and Performance Indicators
Course Description:
Instrumental Music is a course that provides musical performance and study
for students in grades 6-8. Through the mediums of band and orchestra, the
course is designed to develop proficiency in musical performance, an understanding
of the art of music, and an appreciation of the creative and intrinsic values
of music which can result in a life-long avocation.
Content Standard 1.0: Singing
Students will sing, alone and with others, a varied repertoire of music.
Learning Expectations:
The student will
1.1 Demonstrate an understanding of the elements of music through singing
selected musical examples.
1.2 Demonstrate an understanding of the elements of harmony through singing
chorales and selected examples up to two (2) parts in complexity.
Performance Indicators:
At Level 1, the student is able to
- demonstrate proper technique in breathing;
- sing a basic two-part harmonization, with both parts utilizing the same
rhythm for performance stability.
At Level 2, the student is able to
- demonstrate basic knowledge of solfege;
- sing a two-part round.
At Level 3, the student is able to
- employ proper vocal technique in unison singing;
- sing one part of a two-part harmonization.
Sample Performance Task:
Students will be assigned a short vocal excerpt to be performed in class as
a group. Evaluation will be conducted by the teacher along teacher generated
guidelines assessing qualities such as tone, pitch, rhythm, and ensemble.
Integration/Linkages:
Language Arts, Social Studies, History, National Standards for Arts Education.
Content Standard 2.0: Playing Instruments
Students will perform on instruments, alone and with others, a varied repertoire
of music.
Learning Expectations:
The student will
2.1 Demonstrate continuing tonal development and an understanding of the
characteristic qualities of sound.
2.2 Employ the techniques of sight-reading and performance on musical works
from many compositional periods with characteristic interpretive elements.
2.3 Demonstrate that technique includes the proper development and understanding
of correct posture, hand position, fingering, wind articulation and percussion
sticking as well as demonstrate facility in selected scales and rudiments.
2.4 Employ the symbols of dynamic control and demonstrate the nuances of
phrase shaping; assess appropriate ways to interpret the expressive qualities
of music, developing these nuances through dynamic control, tempo variation,
and phrase shaping.
2.5 Differentiate between correct and incorrect pitch and distinguish the
listening responsibilities within an ensemble as an individual performer, employing
these responsibilities to perform with expression and technical accuracy a
varied repertoire of instrumental literature
Performance Indicators:
At Level 1, the student is able to
- discern tonal characteristics of specific instrumental families and then
specific instruments;
- identify and perform basic rhythm studies by counting or performing a
single pitch of choice;
- demonstrate correct posture in sitting and standing positions;
- identify dynamic and music expressive symbols and their corresponding
definitions;
- identify written examples of notes and tell whether a certain pitch is
higher or lower in regards to another pitch.
At Level 2, the student is able to
- demonstrate proper breath and embouchure control to produce a characteristic
tone;
- sight-read a given etude of appropriate difficulty;
- write out examples of given scales and/or rudiments;
- distinguish and identify various music expressive devices on a recording;
- employ proper expressive devices within a short excerpt of appropriate
difficulty.
At Level 3, the student is able to
- discern and employ characteristic tone within a group and/or individual
performance;
- illustrate, through performance, rhythms and note values and be able
to assess and apply the relationship between articulation and musical styling;
- perform and assess selected major scales and rudiments and demonstrate
aural discrimination through ear training in ensemble and individual settings;
- distinguish that musical expression includes variation in dynamics, tempo,
and phrase styling and demonstrate the appropriate employment of these
expressive devices;
- employ the appropriate expressive and technical components of music through
performance of a varied repertoire of instrumental literature.
Sample Performance Task:
Students will be assigned an appropriate short excerpt within the student's
proficiency level. The student will prepare the etude with teacher input and
on his/her own. The student will then perform it for the teacher. Assessment
will be by teacher observation evaluating qualities such as tone, rhythm, intonation,
technique, and musicality.
Integration/Linkages:
Science, History and Social Studies, Math, Language Arts, National Standards
for Arts Education
Vocational skills emphasized and developed: Teamwork, Critical Thinking, Group
Decision Making.
Possible Career Paths: Performing musician.
Content Standard 3.0: Improvising
Students will improvise melodies, variations, and accompaniments.
Learning Expectations:
The student will
3.1 Create a simple rhythmic or melodic improvised solo over a given chord
progression, through the medium of a traditional ensemble.
3.2 Create an improvised solo on melodies over a given chord progression,
through the medium of jazz.
3.3 Create an improvised solo within specified guidelines, focusing on rhythm
only.
Performance Indicators:
At Level 1, the student is able to
- create a rhythmic improvised solo on a single pitch;
- create an improvised solo using only three (3) pitches over a given chord;
- create an improvised rhythmic solo without an accompaniment.
At Level 2, the student is able to
- create an improvised solo over a recorded set of chords;
- improvise a solo using only three (3) pitches over a given blues progression;
- create an improvised solo using only one (1) note over a given chord
progression.
At Level 3, the student is able to
- create an improvised solo in an ensemble setting;
- create a simple improvised jazz solo over a given chord progression of
appropriate difficulty;
- Create an improvised solo utilizing rhythm as the main subject for improvisation.
Sample Performance Task:
Students will be given a specific pitch and asked not to deviate from that
pitch. Students will, by using the concepts of space and time, improvise a
single pitch solo through altering the rhythm. Assessment will be done with
the use of a teacher-generated rubric.
Integration/Linkages:
History and Social Studies, National Standards for Arts Education
Multi-cultural awareness
Content Standard 4.0: Composing
Students will compose and arrange music within specified guidelines.
Learning Expectations:
The student will
4.1 Compose music demonstrating creativity in using the elements of music
for expressive effect.
4.2 Arrange music for an appropriate performance medium.
4.3 Develop an appropriate orchestration from a selected musical example.
Performance Indicators:
At Level 1, the student is able to
- create an original melody;
- create a variation of a given melody;
- demonstrate proper transpositions of the various instruments.
At Level 2, the student is able to
- create an appropriate harmonization under a given melody;
- orchestrate a two-part keyboard composition;
- take a given instrumentation and transpose it for another set of instruments.
At Level 3, the student is able to
- create an original composition within specified guidelines;
- create an arrangement or transcription;
- create an orchestration within specified guidelines.
Sample Performance Task:
Student Performance-Students will create an arrangement to be rehearsed and
performed in an acceptable venue. Assessment of such creations would include
but not be limited to performances of these arrangements/compositions in an
acceptable venue.
Integration/Linkages:
History and Social Studies, Language Arts, National Standards for Arts Education.
Content Standard 5.0: Reading and Notating
Students will read and notate music.
Learning Expectations:
The student will
5.1 Apply and evaluate notated musical concepts in order to sight read
accurately and expressively.
5.2 Analyze and perform nonstandard notational symbols used by some 20th
century composers.
Performance Indicators:
At Level 1, the student is able to
- correctly identify pitches and rhythmic values;
- identify nonstandard notation.
At Level 2, the student is able to
- correctly notate proper rhythmic values from a given aural example;
- illustrate nonstandard notation in written assignments.
At Level 3, the student is able to
- employ proper notational concepts in group and/or individual performance;
- employ proper nonstandard notational concepts in group and/or individual
performance.
Sample Performance Task:
Students will listen to a rhythmic pattern played live or on a recording and
then dictate the rhythm using the correct notation. The teacher will determine
the information given to the students prior to playing the example and the
number of times an example may be heard. Assessment is made through a comparison
of the note and rest values performed with those written.
Integration/Linkages:
Math, History and Social Studies, Language Arts, National Standards for Arts
Education
Content Standard 6.0: Listening and Analyzing
Students will listen to, analyze, and describe music.
Learning Expectations:
The student will
6.1 Demonstrate a knowledge of the technical vocabulary of music.
6.2 Explain, analyze, and describe the use of compositional devices and
techniques in a given work.
Performance Indicators:
At Level 1, the student is able to
- demonstrate basic understanding of musical notation and expressive devices;
- identify various composers and the style of music the given composer
represents..
At Level 2, the student is able to
- examine and discuss a given melody with appropriate vocabulary;
- distinguish from aural examples the appropriate style and period of music
history the example represents.
At Level 3, the student is able to
- examine and assess musical excerpts utilizing appropriate vocabulary;
- construct written and/or oral reports on musical form in regards to common
practice periods.
Sample Performance Task:
Students will analyze a given melody discussing such items as key signature,
form, expression, and phrase structure. Assessment is made through evaluation
of the quality and correctness of the analysis.
Integration/Linkages:
History and Social Studies, Language Arts, National Standards for Arts Education
Content Standard 7.0: Evaluating
Students will evaluate music and music performances.
Learning Expectations:
The student will
7.1 Develop criteria to evaluate the quality and effectiveness of music
performances and compositions.
7.2 Evaluate the quality and effectiveness of their own and others' performances,
compositions, arrangements, and improvisations by applying specific criteria
appropriate to the style of the music and offer constructive suggestions for
improvement.
Performance Indicators:
At Level 1, the student is able to
- discuss the three building blocks of music (melody, harmony, and rhythm)
and those qualities which must be present for the existence of music of
worth;
- present an oral critique of a recorded performance.
At Level 2, the student is able to
- gather professional critiques from a variety of media on a variety of
performances, analyzing their content in evaluating music of worth;
- construct a written critique of a recorded performance.
At Level 3, the student is able to
- construct a rubric with which to evaluate music or a musical performance;
- appraise, through written/oral critique, a recorded or live group/individual
performance.
Sample Performance Task:
Students will collect professional critiques of musical performances from
a variety of sources such as newspapers, magazines, and the internet and broadcast
media. In-class analysis of these critiques will provide the students a basis
for the development of their own language and criteria for music evaluation.
The students will then demonstrate an understanding of the basics of music
performance evaluation by writing a critique of a recorded musical performance.
Integration/Linkages:
National Standards for Arts Education, Critical Thinking Skills.
Content Standard 8.0: Interdisciplinary Connections
Students will understand relationships between music, the other arts, and
disciplines outside the arts.
Learning Expectations:
The student will
8.1 Illustrate how elements (i.e. color, balance, texture) are used in
similar and distinctive ways in various arts and distinguish how these elements
are utilized throughout different historical periods.
8.2 Inventory examples of music in today's environment.
8.3 Compare ways in which the principles and subject matter of other disciplines
are interrelated with those of music.
8.4 Assess the role of technology in creating, producing and listening
to music.
Performance Indicators:
At Level 1, the student is able to
- compare and contrast a basic concept such as color or texture shared
by two art forms;
- assemble examples of how music is used in daily life;
- identify basic relationships of music to other disciplines;
- identify various technologies and their application in music.
At Level 2, the student is able to
- Compare and contrast a basic concept shared by an art form and another
discipline outside the arts such as ratio in comparing math to music;
- Compare and contrast the use of music in daily life from a variety of
cultures;
- Present examples of how music is utilized by other disciplines;
- Present examples of the progress of technology throughout the history
of music.
At Level 3, the student is able to
- Compare and contrast musical compositions from various historical periods
and relate these compositions to appropriate contemporaneous examples from
other arts;
- Identify and present examples of how music has been used throughout history
to enhance life and compare and contrast those examples to today’s
environment;
- Construct a written report assessing music and its relation to other
disciplines, and /or prepare a presentation on the practical integration
of music and another discipline;
- Experiment with the various technologies used in producing music.
Sample Performance Task:
Students will select a compositional period for study. They will then describe
the main stylistic characteristics of the music of the period, and relate those
characteristics to the visual art and architecture of the same time. The level
of student understanding will be assessed through a written essay describing
the relationships found between the music and the visual art and architecture
of the period.
Integration/Linkages:
Math, Science, History and Social Studies, Visual Arts, Language Arts, National
Standards for Arts Education.
Content Standard 9.0: Historical and Cultural Relationships
Students will understand music in relation to history and culture.
Learning Expectations:
The student will
9.1 Compare and contrast various music genres and their historical backgrounds,
and appraise the historical and /or cultural contribution or significance of
a given musical work.
9.2 Compare and contrast selected literature by genre or style and historical
periods or cultures.
Performance Indicators:
The student is able to
At Level 1, the student is able to
- contrast two music genres and their historical backgrounds;
- identify the music genre or style of a historical period or culture.
At Level 2, the student is able to
- compare and contrast various music genres and their historical backgrounds
and/or cultural influences;
- compare music genres or styles of various historical periods or cultures.
At Level 3, the student is able to
- construct a timeline linking historical background and cultural influences
in musical styles;
- prepare a presentation on music in regards to a specific culture or event.
Sample Performance Task:
From a teacher-prepared list of appropriate compositions, students will select
a piece for study. Students will examine the impact that historical events
occurring during the creation of the work had on the composer and on his/her
music. Assessment will be based on the student's ability to describe relationships
between the music and the correlated historical events.
Integration/Linkages:
History and Social Studies, Visual Arts, Language Arts, National Standards
for Arts Education
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